Promoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy

نویسندگان

چکیده

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program.

برای دانلود باید عضویت طلایی داشته باشید

برای دسترسی به متن کامل این مقاله و 23 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Knowledge and Action in Classroom Practice: A Dialogic Approach

In 1987, Lee Shulman and Hugh Sockett had an important exchange in the Harvard Educational Review. Shulman argued for the central role of knowledge in good teaching. Sockett responded that good teaching cannot be understood as primarily a matter of knowledge and skills, because it centrally involves moral action in particular contexts. This essay sharpens the question of whether knowledge-based...

متن کامل

“Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy

Dutta Ritam, “Let’s Talk”: Promoting Dialogue and Answerability in Critical Humanities Education with Permeable Curriculum and an Adda-Based Pedagogy [“Porozmawiajmy”: zalety dialogu i odpowiedzi w programach edukacji humanistycznej opartej na zasadach pedagogiki adda]. Kultura – Społeczeństwo – Edukacja nr 1(7), 2015, Poznań 2015, pp. 35–59, Adam Mickiewicz University Press. ISBN 978-83-232-29...

متن کامل

Rethinking knowledge and pedagogy in dental education.

Dentistry as a profession has often been considered both art and science. Traditional dental education has attempted to address both; however, in many places only the science of dentistry is emphasized. The move toward competency-based curricula in dental education requires an expansion of what constitutes meaningful knowledge in the curriculum and what pedagogies best support that curriculum. ...

متن کامل

Causal Layered Pedagogy: Rethinking Curricula Practice

Journal of Futures Studies, February 2009, 13(3): 19 32 Our culture – the broad based philosophic culture of Western civilisation – is addicted to thinking in binaries. Binaries are useful, elegant and seductive: beyond the yin-yang there lies manwoman; nature-culture; Left-Right; individual-society; mind-body and so on. One way this binary vision is played out in education, is as child-centred...

متن کامل

A Multi-Layered Discourse Analysis of Students’ Classroom Talk in Two Contexts: Rural vs. Urban

This study aimed at discussing and representing discourse analysis of classroom talk in two contexts. It is significant, since it considers different genres of talk, cultural and social identities, social relations, different ideologies and many other aspects in this analysis. It attempts to analyze the dominant classroom patterns in two contexts. Two cases of study were analyzed in this study:...

متن کامل

A Paradigm Shift in Promoting Effective ICT Pedagogy Integration in Classroom Teaching Through an in Service Training Course

The trainer during a course on ICT pedagogy, in an effort to promote efficiency and skills to the trainees, decided to intervene. He did not totally abide by the standard training procedures and course curriculum, but determined to alter the training modes and adopt certain initiatives based on the trainees’ learning profiles and knowledge level. The results proved positive. In the article it i...

متن کامل

ذخیره در منابع من

ذخیره در منابع من ذخیره شده در منابع من

{@ msg_add @}

  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

دانلود متن کامل

برای دسترسی به متن کامل این مقاله و 23 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید


عنوان ژورنال:

دوره 13  شماره 26

صفحات  160- 181

تاریخ انتشار 2020-08-22

با دنبال کردن یک ژورنال هنگامی که شماره جدید این ژورنال منتشر می شود به شما از طریق ایمیل اطلاع داده می شود.

میزبانی شده توسط پلتفرم ابری doprax.com

copyright © 2015-2022